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Environmental and Global Education
Transcript of Environmental and Global Education
Environmental and Global Education
Hello! My name is Neil Anderson. Today I am going to give you a PD session that incorporates environmental and global education into the social science classroom. In this session I will be referring to HSP3U, an Introduction to Anthropology, Psychology and Sociology. Environmental and global education are connected to HSP3U in that they both look at how humans create, identify and solve some of our biggest (global scale) issues. How can individuals, communities, schools and governments combat these issues.
Ontario Curriculum: Social Science and Humanities (pg. 40-41)
In this section of the Social Science and Humanities document teachers are introduced to the 'Acting Today, Shaping Tomorrow' policy framework. It intorduces THE THREE GOALS of the policy Framwork.
Outlines that in General Social Science courses students examine the impact of climate change, including the disproportionate impact on the poor and marginalized.
Explains about the Ontario Curriculum Document 'Environmental Education - Scope and Sequence of Expectations, 2011'. It is a document designed to assist teachers to integrate environmental education into their subject areas.
RESEARCH AND INQUIRY SKILLS
A1.1 explore a variety of topics related to anthropology, psychology, and sociology
to identify topics for research and inquiry
A2.1 create appropriate research plans to investigate their selected topics ensuring that their plans follow guidelines for ethical research
A4.1 use an appropriate format to communicate the results of their research and inquiry effectively for a specific purpose and audience
C3.1 identify and describe the role of socialization in the psychological development of the individual
D1.2 summarize the key ideas of the major sociological schools of thought, and explain how they can be used to analyse social behaviour
Resource Package for the Social Science Teacher (LOOT BAG)
Classroom Activity: Demons of Displacment
In this acivity, students will look at the 'push' and/or 'pull' factors that lead people around the world to uproot their lives and reluctantly move from one country to another.
Create a ‘mind map’ on the board or in groups as to why a person would reluctantly move countries (demons of displacement), examples could be...
Persecution, war, poverty, lack of education, to much government, to little government, fear of violence etc.
Ask the students to write a speech/monologue/play/artical from the perspective of a a fictitous person that has moved countries due to one of the demons of displacement on the board. What difficulties will they face? Why do they move?
With this assignment a teacher can use an assessment FOR checklist the student can do before or during the planning stages of their assignment. This checklist will contain various topics that the student will have to include in their assignment.
“ Schools have a vital role to play in preparing our
young people to take their place as informed, engaged,
and empowered citizens who will be pivotal in shaping
the future of our communities, our province, our country,
and our global environment.”
Ontario Ministry of Education, Shaping Our Schools, Shaping Our Future (2007), p. 1
The Three Goals
1) Promote Learning about environmental issues and solutions
2) Engage Students in practising and promoting environmental
3) Stress the importance of having environmental leadership withing the education system
Acting Today, Shaping Tomorrow: A Policy Framwork for Environmental Education in Ontario Schools
This document outlines how teachers can work to incorporate the previous three goals into their program.
This document seeks to emcompass the underlying causes in environmental problems, which are rooted in personal and social values in organizational structures.
This document outlines that environmental education is a shared responsability between 4 parties: Parents, Students, Teachers and System Leaders.
Environmental Education - Scope and Sequence of Expectations, 2011'
This document outlines how enviromental education can be incorporated into each subject in the Ontario curriculum. It uses specific expecations already existing in each subject. (Notes are included to help teachers)
It should be noted by social science teachers that the new curriculum is not used, the 2000 edition is used. (But that's ok, it's still helpful)
Professionally Speaking: Environmental Education
(By Michael Benedict)
This article outlines about the new environmantal education policies that are in the new Acting Today, Shaping Tomorrow, policy framwork. It praises the addition of environmental education in the curriculum and asserts that it's been needed ever since it was removed from the curriculum in 2000
It also examines examples of school-based environmental initiatives that are already in place. (recycling business materials, community leadership programs)
This is a talk given by
It is a summery of climate change, so teachers wishing to improve their knowledge on the issue may do so. (It's 17 minutes, but well worth it).
This video outlines some brief ideas the could be used to cut down a schools energy use.
The Miniature Earth
How might we as teachers be able to use the 11 Hour example to demonstrate to our students the importance of our environment?
What are engaging ways we could present this topic to our class, rather than showing them the same video? (If you like, you can share you ideas on the dicussion thread)
Have students look at old maps of the areas the their house was eventually built (hopefully there are rather old maps). What was there before? why was it built there? Who built it? Why do you think the population of your area has increased since then? What factors might have lead to this increase?
This Book by Dr Seuss is a great tool to teach environmental issues to students. I believe it can be used at any age group. (skip the movie).
The Nature of Things
This is a television series hosted by David Sukuzi that outlines many environmetal issues, including over population and climate change
This website can be a great tool to help find some issues that you may not have previously known about. I would recommend this site for ideas, and then you would reseach them to fit your class needs.
1) What school-wide initiative could you help your students in your social studies class develop that would have either an environmental or global focus? How could your leadership team (principal etc.) be incorporated into the initiative?
2) When we hear that we will be preparing students to be solving the worlds challenges in the future, are we not limiting the students potential in the present? What authentic performance tasks could we develop for our students that incorporate real environmental or global issues?
3) The Acting Today, Shaping Tomorrow document has 5 key principles that guide its development (page 26). The fifth principle is:
Realizing environmental education in Ontario schools is a long-term, ongoing process that will evolve over time.
How do you see environmental education evolving over time in Ontario schools? What will change? What might stay the same?
4) What can we do as teacher to help students live environmentally conscience lives after they have left our classrooms?
5) Do you think that it is appropriate to use a children’s book like ‘The Lorax’ to teach environmental education to senior high school students?